PHONOLOGICAL ERRORS IN POST PRIMARY SCHOOLS STUDENTS’ IGBO ESSAYS

Abstract

This study aims at ascertaining the written phonological errors of Post Primary School students who are lgbo LI speakers. Hence, the basic aim of this research work is to identify the common phonological related errors committed by Igbo speakers who are in examination class, and also the ways in which errors committed by the students can be corrected. Igbo essays were picked at random from the mock examination of Post Primary Schools Service Commission, Ogidi Zone, Anambra State. Thus, a descriptive survey design was used for this study. Twenty (20) Igbo L1 speakers who were students from SSIII classes formed the sample population for this study. The data for the paper were generated using the students' written essays and letter writings on various topics such as: "Dègara nnà gị letà, Dègara ezigbo nwanne gị letà, Ọgwụ̀ Bèkee nà-àgwọ ọrịà karịa ọgwụ̀ Ìgbò, dgz." The data collected were presented, and was analyzed using Corder (1967) theory of error analysis. It was discovered that aside the grammatical errors, the students committed many phonological errors ranging from phoneme replacement, violation of vowel harmony, wrong use of the article ‘nà’, omission of syllable, wrong application of diacritics, and issue of tone marking which is totally absent in the essays. Conclusively, it is recommended among others that students should be engaged in competitions with rewards, and also Igbo language teachers should be trained occasionally with right materials which will aid in developing effective use of Igbo language.